Linguodidactical potential of modern feature films in Russian as a foreign language classes

The work is devoted to the formation of sociocultural and linguocultural competences of foreigners studying Russian as a foreign language (RFL) through work with modern feature films. We describe the linguodidactic potential of authentic video materials designed to work in the classroom in Russian as a foreign language; selection criteria are presented. We point out that mo-tion pictures are a valuable source of both linguistic and extralinguistic information. We conclude that it is advisable to use authentic full-length feature films in RFL lessons; the recommended lev-el of language proficiency is B1. We offer a methodological development for the Russian film “Moscow Romance” (2019). We substantiate the criteria for choosing this film, we have devel-oped a system of tasks, some of which can be completed during extracurricular hours. We pre-scribe such stages of work with the film as: “Pre-demonstration. Preparation for viewing”, “Dem-onstration. Understanding Test” and “Post-Demonstration. Discussion”, as well as offer the fourth stage “Continuing work outside the classroom”. This system of work has been tested by the au-thors of the work in three groups of different nationalities studying at Russian universities.

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COMMUNICATIVE TASKS FOR IMPROVING FOREIGN LANGUAGE SPEAKING COMPETENCE OF PROSPECTIVE TEACHERS

Scientific Bulletin of Uzhhorod University Series «Pedagogy Social Work» ◽

10.24144/2524-0609.2021.48.231-234 ◽

2021 ◽

pp. 231-234

Author(s):

Iryna Lobachova

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

Prospective Teachers ◽

English Language ◽

Practical Importance ◽

Scientific Article ◽

Teaching Aids ◽

Language Classes ◽

Language Communication ◽

Language Environment

The article deals with the implementation of communicative exercises in foreign language classes to improve the foreign language speaking competence of prospective teachers. The relevance of the article is determined by the need to consider the outlined problem for increasing the level of English language proficiency in order to personal and career prospects of prospective teachers. The purpose of the article is a theoretical and practical justification for the use of communicative exercises in the study of English in foreign language classes for prospective teachers in higher education. To achieve this goal it is necessary to solve the following tasks: 1) to analyze the efficiency of using communicative tasks to improve students’ foreign language speaking competence; 2) to offer exercises for communication, which provide for the creation of life situations of foreign language communication; 3) to substantiate the efficiency of using these exercises to improve foreign language speaking competence of future teachers. To achieve this purpose the following research methods are used in the scientific article: generalization, analysis and synthesis, descriptive method, which allow to consider in detail the proposed problem and come to important conclusions. It is determined that the specificity of learning a foreign language is to create an artificial language environment, which is absent in practice in most cases. Foreign language space is extremely important for the realization of one of the factors influencing the acquisition of a foreign language – the speed of establishing associative language connections. It is found out that in the communicative environment both the conscious training of vocabulary and grammar, and the necessary language tools accumulate during communicative activities intuitively. The speed of appropriate language reactions, a sense of language are developed in this activity (phonetic, lexical, grammatical aspects). The permanent search for new teaching aids, the development of more effective methods of work are of practical importance for increasing the student’s motivation to learn a foreign language and automate the experience of its using. The proposed types of communication exercises create the most adequate conditions for the formation of language skills, stimulate the mechanisms of involuntary memorization, as well as provide for the solution of certain methodological, linguistic and psychological problems.

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Unabridged Short Stories by 21st-Century Spanish-Speaking Authors in Teaching Spanish as a Foreign Language

Integration of Education ◽

10.15507/1991-9468.105.025.202104.700-714 ◽

2021 ◽

Vol 25 (4) ◽

pp. 700-714

Author(s):

Irina A. Sarguzina

Keyword(s):

Short Stories ◽

Foreign Language ◽

Language Proficiency ◽

Intermediate Level ◽

Practicing Teachers ◽

Oral Speech ◽

Microsoft Office ◽

Russian Universities ◽

Selection Of ◽

Final Work

Introduction. The need to include authentic works of fiction in the foreign language teaching process is obvious, but the selection of texts of the appropriate level at the elementary and intermediate stages of Spanish teaching remains a challenge. Since this phenomenon has not been sufficiently explored, the aim of this article is to present a list of unabridged short stories that correspond to the intermediate level (B1 PCIC) and the results of the study on the benefits of using these stories as a means of stimulating communication skills in the Spanish class. Materials and Methods. To study the problem, a Likert scale questionnaire, oral interviews, and a check of the final work were carried out. The study involved 54 students from three Russian universities and one school where Spanish and English are studied in depth. The collected data were processed by methods of mathematical statistics in Microsoft Office Excel. For the study, 36 short stories by contemporary Hispanic authors were selected and pre and post-reading questions were developed to introduce the topic and stimulate oral speech. Results. Based on the results of the study, it was revealed that the selected stories correspond to the B1 level of the Cervantes Instituteʼs curriculum, and the topics presented in the stories stimulate communication in the class, pushing the fear of making a mistake into the background. Many Spanish teachers introduce unabridged fiction starting at B2 level. This experiment demonstrates the successful use of short stories at an intermediate level of language proficiency. Discussion and Conclusion. The results of the study contribute to the development and improvement of the methodology of teaching Spanish with the use of authentic fiction texts. The materials of the article will be useful for practicing teachers and methodologists of the Spanish language.

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Flipgrid for Developing and Assessing English Language Learners' Speaking Skills

10.4018/978-1-7998-8267-1.ch005 ◽

2022 ◽

pp. 96-113

Author(s):

Zeynep Çetin Köroğlu ◽

Özlem Utku Bilici

Keyword(s):

English Language Learners ◽

Foreign Language ◽

Language Learners ◽

Language Proficiency ◽

English Language ◽

Teacher Educators ◽

Lesson Plan ◽

Language Education ◽

Language Classes ◽

Speaking Skills

Foreign language speaking skills as productive skills are considered one of the concrete shreds of evidence for language proficiency. For this reason, teaching and measuring foreign language speaking skills ability has great importance for all levels of education. Especially with the developing technology, there are various educational tools for teaching and measuring speaking skills in a foreign language. In the present study, the application of Flipgrid will be introduced and examined as one of these tools, and accordingly, a lesson plan will be prepared showing how the tool can be used in foreign language classes. It is thought that the current study will contribute to teachers' professional developments who are working in the field of foreign language education, to teacher educators, and to students who learn English as a foreign language.

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Linguocultural competence as a basis for foreign language proficiency

Revista EntreLinguas ◽

10.29051/el.v7iesp1.14878 ◽

2021 ◽

pp. 105-125

Author(s):

Elena Antonovna Tulusina ◽

Aida Gumerovna Sadykova ◽

Zarema Mukhtarovna Zaripova ◽

Charles Frederic Carlson

Keyword(s):

Middle School ◽

Cultural Competence ◽

Foreign Language ◽

Language Proficiency ◽

Teaching Methods ◽

Linguistic Identity ◽

Valuable Source ◽

Language Classes ◽

Methods And Techniques ◽

Foreign Language Proficiency

The article is devoted to the problem of formation of linguistic and cultural competence during foreign language classes in the middle school. The influence of intercultural interference will be significantly offset by the inclusion of linguoculturological aspects in the content of teaching foreign language, which could serve as a system of unifying values that allow us to understand the boundaries of our own linguistic identity and the identity of a native speaker’s language. The article analyzes the results of a pedagogical experiment aimed at the formation of linguoculturological competences of students in middle school. All teaching methods and techniques were oriented to stimulate the students' creative speech activity, as well as cognitive aspects, which increased the efficiency of teaching the foreign language. The authors confirmed the hypothesis that the process of teaching foreign language will be more successful if the linguoculturological aspect is included in the content of what is taught, comprising the use of linguistic and cultural information as a valuable source of linguocultural material. For that reason, the conditions for successful assimilation of knowledge, the formation and improvement of linguocultural competence in the foreign language lesson in the middle school were created. The results of a pedagogical experiment could be used in a foreign language lesson in middle school.

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The Place of Arabic in English as a Foreign Language University Level Classes in Jordan

Arab World English Journal ◽

10.24093/awej/vol12no2.17 ◽

2021 ◽

Vol 12 (2) ◽

pp. 251-267

Author(s):

Tamador Khalaf Abu-Snoubar ◽

Bandar Khlil Mukattash

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

English Language ◽

First Language ◽

Target Language ◽

English Speakers ◽

Structured Interviews ◽

Language Classes ◽

Language Classrooms ◽

Foreign Language Classrooms

Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.

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Work With “Eralash” in the Exercise in Russian as a Foreign Language (Methodological Development)

Scientific Research and Development Modern Communication Studies ◽

10.12737/2587-9103-2021-10-3-51-55 ◽

2021 ◽

pp. 51-55

Author(s):

O. Ariskina ◽

A. Gromova ◽

E. Dryangina

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

Communicative Competence ◽

Main Idea ◽

Methodological Development ◽

Communicative Intention ◽

Teaching Aids ◽

Initial Stage ◽

Clear Idea ◽

Speech Situation

One of the main tasks of teaching a foreign language is the formation of communicative competence. This concept was introduced by the american linguist D. Himes. He believed that language proficiency is not limited to knowledge of the vocabulary and grammar, but presupposes a clear idea of in what speech conditions certain words and grammatical constructions can or should be used. In the process of distance learning, the formation of communicative competence becomes much more difficult and requires the search for new teaching aids. A similar tool is the «Yeralash» film magazine. Short authentic stories are understandable sometimes even without words. On their basis, it is easy to introduce new and repeat the already learned vocabulary and phraseology of various thematic groups, to study grammar. In addition, the plots of the magazine allow you to analyze a specific speech situation (for example, a dialogue in a lesson, a conversation on the phone, a conversation between friends): to determine the topic of communication, the communicative intention of the addressee and the addressee; evaluate the appropriate language tools. And then build your own statement: formulate the main idea of the plot, express your opinion, substantiate it, etc. This thought is not completely new. However, the study of literature, methodological publications (Kazakova Yu. V., Kashpireva T.B., Kigel Tali, Solovyova T.A., Khramchenko T.A.) made it possible to conclude that there are not so many such studies. At the same time, there is a lack of developments specifically for the initial stage of studying RFL on specific topics of "Yeralash", and not general reflections and conclusions about the use of issues of this journal as methodological material. This article attempts to partially fill this gap.

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Challenges of teaching Kiswahili polysems and homonyms through translation in foreign language classes

JULACE: Journal of the University of Namibia Language Centre ◽

10.32642/julace.v3i1.1372 ◽

2018 ◽

Vol 3 (1) ◽

pp. 10-22

Author(s):

Pendo Salu Malangwa

Keyword(s):

Complex System ◽

Foreign Language ◽

Language Proficiency ◽

Translation Method ◽

Semantic Features ◽

Componential Analysis ◽

Language Classes ◽

Foreign Language Proficiency ◽

Multiple Meanings

In teaching a foreign language, certain language features (i.e. polysems and homonyms) are not introduced as issues or topics for discussion and therefore, they emerge as weeds in the discussion (Klepousniotou, 2002). When this occurs, instructors struggle to handle them differently. This article investigated the challenges of teaching Kiswahili polysems and homonyms through translation in foreign language classes. The data for this study was collected throughobservation and documentary review methods. Findings show that Kiswahili has a complex system of polysems than homonyms. It has been further observed that translation method alone may not be adequate in handling problematic issues such as polysems and homonyms. Since polysems and homonyms are characterized by multiple meanings, a combination of translation method and componential analysis (analysis of semantic features) works better. Lastly, instructors should teach them in context instead of treating them as isolated words and they should be introduced at the intermediate through advanced levels of foreign language proficiency.

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The Place of Arabic in English as a Foreign Language University Level Classes in Jordan

10.31235/osf.io/52twu ◽

2021 ◽

Author(s):

Tamador Khalaf Abu-Snoubar ◽

Bandar Khlil Mukattash

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

English Language ◽

First Language ◽

Target Language ◽

English Speakers ◽

Structured Interviews ◽

Language Classes ◽

Language Classrooms ◽

Foreign Language Classrooms

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SUBJECT-SUBJECT PEDAGOGICAL RELATIONS AS A WAY TO OPTIMIZE INCLUDED TEACHING RUSSIAN LANGUAGE TO FOREIGN STUDENTS

Вестник Тверского государственного университета. Серия: Педагогика и психология ◽

10.26456/vtpsyped/2020.3.146 ◽

2020 ◽

pp. 146-156

Author(s):

Елена Александровна Гасконь

Keyword(s):

Foreign Language ◽

Foreign Students ◽

Educational Process ◽

Russian Language ◽

Practical Significance ◽

Academic Literature ◽

Language Classes ◽

Pedagogical Relations ◽

Russian Universities ◽

The Russian Language

Рассматривается необходимость и целесообразность установления субъект-субъектных педагогических отношений в рамках личностно-ориентированного подхода в период включённого обучения русскому языку иностранных студентов в вузах России для оптимизации учебного процесса. Проведены анализ научной литературы и наблюдения за деятельностью учащихся из разных стран при изучении русского языка. Новизна исследования заключается в учёте особенностей включённого обучения при организации субъект-субъектных педагогических отношений. Практическая значимость изложенного материала - в его использовании при разработке комплекса мероприятий, направленных на обеспечение субъект-субъектных педагогических отношений. Вариант этого комплекса предложен в данной статье и апробирован при обучении иностранцев русскому языку в российских вузах. The article points out the necessity and relevance of establishing subject-subject pedagogical relations within the framework of a personality-oriented approach during the included teaching of the Russian language to foreign students in Russian universities to optimize the educational process. The above conclusion is based on the analysis of academic literature and observation of the activities of students from different countries in the Russian language classes. The novelty of the research is to take into account the features of the included teaching of the Russian language to foreign students when organising subject-subject pedagogical interaction. The practical significance of the material is its use in the development of the set of activities for making subject-subject pedagogical interaction. A variant of this set is proposed in this paper and it is tasted in Russian as a foreign language classes.

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THE GAME AS A WAY TO OVERCOME THE LANGUAGE BARRIER OF STUDENTS OBTAINING GENERAL SECONDARY EDUCATION IN FOREIGN LANGUAGE CLASSES

Problems of Modern Teacher Training ◽

10.31499/2307-4914.1(23).2021.232722 ◽

2021 ◽

pp. 6-15

Author(s):

Yuliia Kazak

Keyword(s):

Secondary Education ◽

Foreign Language ◽

Language Proficiency ◽

Ethical Issues ◽

Language Barrier ◽

Educational Process ◽

Language Classes ◽

Key Factor

The article is devoted to the analysis of the problem of overcoming the language barrier of students obtaining general secondary education in foreign language classes. This study aims to prove that the use of communicative games has a positive effect on foreign language proficiency of students getting general secondary education, helping them to overcome the language barrier and enjoy learning a foreign language. In our research, we try to develop the hypothesis that the use of communicative games is a key factor in motivating students to use a foreign language during the lesson and to eliminate anxiety, fear of mistakes, and shyness during the conversation. Moreover, we want to show that communicative games give students meaningful language patterns. The article analyses the term “communicative game” and defines the role of games in the process of overcoming the fear of communicating in foreign languages. We analysed the research of scientists whose heuristic vector of search is the role of the use of communicative games in the improvement of speech skills. The results of the research are highlighted, which prove that the implementation of communicative games in the educational process promotes the active acquisition of language units. We asked a number of research questions, which helped to determine the reasons for the reluctance of students to participate in the class, and the games that should be used to encourage students to active language. We got to know how the use of communicative games increases the frequency of students’ speech and whether communicative games improve the quality of students’ language. It provides a brief overview of the data collection, an explanation of the tools and methods used in the study, a description of the participants, including all necessary ethical issues, and an evaluation of the effectiveness of the research tools. The collected data are analysed. The experiment is carried out, and the obtained results are presented. Our conclusions are made in the final section, including their interpretation and suggestions for further action. Keywords: language barrier, communicative game, educational process, communicative initiative, speech skills, students obtaining general secondary education, language function, encouragement, diagnostic tool.

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